An introduction to Dyslexia: An introduction to Dyslexia: impacts on learningimpacts on learning

Jan StevensSenior Lecturer

Senior Disability Advisor (Dyslexia)

Tel. ext 4528

Today's sessionToday's session

What is dyslexia? How does it impact on learning

Dyslexia – what is it?Dyslexia – what is it?Describes a different kind of mind - often

gifted and productive - that learns differently

Each dyslexic person experiences their difficulties in different ways

Problems emerge, and are particularly observed by others, in reading, spelling, writing

BUT - it's not just these areas that are affected - can also affect speaking, listening and organisational skills

Cognitive processingCognitive processing

Memory

Information processing speed

Phonological awareness

Impact of dyslexia on Impact of dyslexia on acquisition of knowledgeacquisition of knowledge

Dyslexia is a receptive and expressive language processing weakness

It impacts on◦information that comes in (received)◦how it is organised (stored)◦how it is retrieved (expressed)

Working memoryWorking memoryThe ability to hold information relating to tasks in

memory; may be highly sequenced or require many operations.

The basic skills of reading, reading comprehension and spelling make considerable demands on working memory.

Reading comprehension is particularly reliant on working memory, as it requires the ability to hold words and phrases in memory whilst simultaneously decoding other words to establish meaning.

Working Memory taskWorking Memory task

6G1 16 G68I4E 468 EIC73G6B 367 BCGI83D41A 1348 ADI

Working memoryWorking memory

An inefficient working memory impacts on 'both verbal and written communication as well as on organisation, planning and adaptation to change (McLoughlin et al., 2002)

Dyslexia cont....Dyslexia cont....So - it's not that a person with dyslexia

can't read or spell - mostly they can, but they lack AUTOMATICITY in these skills, due to:

Short-term Memory (storage)Working memory (processing)OrganisationWeak phonological skills

Common 'Symptoms'Common 'Symptoms' Short-term/rote memory Reading Spelling Written expression Handwriting Grammar Use of vocabulary – word retrieval Concentration including listening Pronunciation Organisation Sequencing – of information, time. Mathematics

Come on, hurry up!Come on, hurry up!

Addysgu Mae gwaith yr Uned Dyslecsia yn ymesten

dros ardal eang Gogledd-Orllewin Cymru, a'r rhan helaethaf ohoni'n wledig. O ganylniad, nid yw'r Uned yr cynnal canoflan addysgu. Mae ganndi swyggfeydd ac ystafelloedd at ddefnydd athrawon, ond addysgir yn bennaf mewn ysgolion neu leoedd eraill.

Copying Copying Several skills involved

◦Reading fluency and automaticity◦Reliable working memory◦Accurate tracking along the line◦Accurate spelling

These skills tend to be inefficient for dyslexic students

Part of the ChallengePart of the Challenge

40% of dyslexic students at University are identified as dyslexic whilst on their courses.

Why?Why?Dyslexia bears no relation to

intelligenceOften because they have developed their

own coping strategies which have previously worked well

Course demands – additional reading and writing increases anxiety and causes these strategies to break down more quickly

Can happen at anytime during their course.Fear of finding out

Coping mechanism: Coping mechanism: remediationremediation

Many mature students are "well remediated"

Are able to cope at challenging levels and tasks

Skills still fragile when facing new work

Weak automaticity

Cycles and Self EsteemCycles and Self Esteem

Anxiety - Stress -Panic

Tiredness - Frustration - Anger

Low Self Esteem

Those little words........Those little words........

Extract from an exam paper on Computer Programming

"The following constants have been declared as global to the whole programme."

What the student read......What the student read......

"The following constraints have been declared as global to the whole programme."

•Dyslexic strengthsDyslexic strengths

• creative• divergent• holistic• problem solver• good in groups• confident

• vocal• strong orally• determined • resilient• motivated• resourceful

Inclusive PracticeInclusive Practice

Reasonable Adjustments◦will always need these, but…..

An Inclusive Practice approach◦helpful for all students